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Looking to review literary elements in a book with your students? This packet contains 4 different review handouts that each go over a different literary element. The worksheets are designed to be used with most fictional novels, most fictional outside reading books, and even fictional short stories. They are a quick fix if you’re in scramble to create something to teach the next day, and they are excellent as a quick and easy substitute lesson plan. My personal favorite is using them for group-work, followed by whole-class review of answers. Each handout is really designed for students to firstly gather & briefly analyze textual evidence; and then to secondly use some of that textual evidence in a short, analytical paragraph. It’s important to note that the worksheets are designed to be used when your class is at least half-way finished with a book (there needs to be enough content to complete them). Further details on each handout can be found below.

(1) CHARACTER ANALYSIS HANDOUT. Students complete a character sketch on one important character. They do things like gather evidence on something that influenced their character, and then they are to use that evidence in a paragraph that describes and analyzes the influence. The handout also requires students to find evidence that shows the character as being static or dynamic; and then they are to use that evidence in a more descriptive paragraph that proves or disproves whether or not the character changed.

(2) LANGUAGE AND VOICE HANDOUT. Firstly, students define the following: imagery, personification, hyperbole, metaphor, simile, and idiom. Secondly, they must find examples of any of those items in the book and copy them down. Next, students are to find and copy two examples of distinct “voices” in the book and briefly compare/contrast what made the voices different. Lastly, using any of the evidence that was gathered, students are to write a paragraph on either the impact that imagery/figurative language had in the book, or the impact of distinct voices in the book.

(3) SYMBOL ANALYSIS. Students are to identify up to 6 “thing” symbols and up to 6 people symbols. It’s at the teacher’s discretion how many symbols the students identify. Then, students are to find evidence in the book that proves the existence of any 2 thing symbols and any 2 people symbols. Next, students are to choose what they believe is the top symbol and they must briefly describe their reasoning. Lastly, using textual evidence from the book, students must analyze the top symbol they chose.

(4) THEME ANALYSIS. Students are to describe how any of the following themes manifest themselves in the book: (a) social influences determine a person’s final destiny; (b) a person’s identity is determined by their place in society; (c) some fights should be fought even chances of winning is slim; (d) good versus evil; (e) a theme of the student’s choosing; (f) another theme of the student’s choosing. Next, students are to choose the theme they find the most important in the book, and they must find & copy evidence from the book that demonstrates the theme’s existence. Lastly, students must use evidence from the book to write a paragraph that describes the importance of the theme in the book.